The Efficacy of Word Study Strategy in Improving the Spelling Skills

This study examines the efficacy of the Word Study Strategy in enhancing the spelling skills of Grade 7 students at Manolo Fortich National High School, Bukidnon. Employing a quasi-experimental research design, the study compared the performance of a controlled group, which underwent traditional spelling instruction, and an experimental group, which was exposed to the Word Study Strategy. The study utilized quantitative and qualitative methods, including pretests, posttests, and in-depth interviews, to assess spelling proficiency before and after the intervention. Findings revealed that while both groups initially performed at a Did Not Meet Expectation level in spelling, only the experimental group demonstrated significant improvement, achieving a Very Satisfactory rating in the posttest. Moreover, the study found no significant correlation between gender and spelling performance but a moderate correlation between parents’ educational background and students’ spelling proficiency. The research underscores the effectiveness of the Word Study Strategy in fostering long-term retention and a deeper understanding of spelling patterns, as opposed to rote memorization. It recommends that spelling instruction be introduced systematically at an early stage, treated as a separate subject, and assessed through diagnostic tools before implementation. This study contributes to the growing body of literature advocating for innovative, engaging, and developmentally appropriate spelling interventions to improve language learning outcomes.